This study investigates the nature of Asperger's Syndrome and specifically the social impairments experienced by learners affected by this syndrome. The incorrect social language, narrow interests and repetitive routines, and the deficits of theory of mind, central coherence and executive functioning of learners with Asperger's Syndrome are also outlined, and an attempt is made to relate these impairments to the social difficulties that learners with Asperger's Syndrome may experience in any inclusive setting. Chapters two and three comprise an in-depth literature study on this specific subject, thus forming a basis for the empirical research reported in chapter five. A qualitative research design is used, first to gain information about and understanding of the nature of the social impairments that afflict learners with Asperger's Syndrome, and secondly to gauge the effectiveness of using social stories as a means to assist the social development of affected learners. More specifically, an ethnographic research design has been chosen for its flexibility which readily permits last-minute adjustments to suit any design, and also because it helps to give meaning to personal encounters. The sensitive nature of the topic is another important reason for choosing this approach (ie. interaction with the researcher could be "fine-tuned" to achieve the ends of this adapted interview situation effectively, circumspectly and safely without undue upset for all concerned). The interview responses of two mothers of learners with Asperger's Syndrome, as well as the observation of these learners are reported. The results of the interviews and observations are checked against the literature study for corroboration in order to bring about a more positive awareness of the impairments experienced by these learners. The technique of social stories was investigated as a method of enhancing the social development of learners with Asperger's Syndrome. Three specific social stories were developed for this research in order to test the effectiveness of this method. Positive outcomes were achieved after implementation of the stories. Results of this study indicated that knowledge and understanding of Asperger's Syndrome, as well as positive attitudes, are critical to ensure the acceptance and accommodation of learners with Asperger's Syndrome in the school environment and in society as a whole. Also, the issue of accommodating learners with Asperger's Syndrome in an inclusive setting should receive concerted attention since it can have major implications for their educational prospects. / Educational Studies / Thesis (D. Ed.)

Research has demonstrated that higher levels of parent language use is correlated with later language use and intellectual development of their children. Children with autism spectrum disorder (ASD) display deficits in social and communication skills. They also demonstrate repetitive and restrictive behaviors or interests. These behavioral deficits and excesses may contribute negatively to language development, as well as parent and child social interactions, and communication exchanges. The current study used a nonconcurrent multiple-baseline design to evaluate the effectiveness of behavior skills training (BST) and on-going graphical and verbal feedback on increasing parent language use and child words and utterances. Results of this study demonstrated that BST with on-going feedback was effective in increasing parent language use and child words and utterances above baseline levels for all four parent-child dyads. The dissertation concludes with recommendations for future research. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection